When students with disabilities face academic or social challenges for which they feel ill-equipped, some give up, avoid tasks, or act out. These students, especially those with neurodiversity or trauma history, may exhibit poor executive functioning skills or struggle with resiliency, the ability to overcome and adapt to challenging situations.
IEPs that ignore trauma history may interfere with student progress. Educators should meet students with disabilities where they are, setting goals emphasizing executive functioning skills and fostering resiliency.
In this episode you will learn:
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How to set reasonable expectations
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Understanding executive functioning
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When to address resiliency
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How to promote backward chaining
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